Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows

ABSTRACT

This paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the tyranny of number, networks and superstructures found in policy research. The study includes a limited analysis of the policy ensemble in ‘Austerity Ireland’ and contextual understandings and perspectives of a purposive sample of experienced teachers (n = 54). Critical analysis generated three themes: multiple perspectives about ‘good teaching’, a strongly perceived pedagogy of oppression and low ethical trust in reported interactions at some schools and with the state inspectorate. Conclusions position ‘good teaching’ within the super-complexity of a messy narrative of change and flows enacted with a diversity of inquirers and institutions. The study questions the role of state inspectors as arbiters of ‘good teaching’ and challenges the academy of teacher education in assuring productive discursive gaps for education as a social responsibility for public-interest values.

KEYWORDS:

• Bernstein’s pedagogic device
• critical analysis
• good teaching
• neoconservatism/neoliberalism
• pedagogy of oppression
• teacher education

Acknowledgement

The authors wish to acknowledge the critical feedback for an earlier draft of this paper by Professor Kathleen Lynch, Head, School of Social Justice, University College Dublin, Republic of Ireland.

Notes

1. The Fine Gael political party, known as FG, is a conservative party positioned as right of centre while the Labour party has traditionally being positioned as a left of centre party in Irish politics. This FG–Labour coalition completed a 5-year term in government from 2011 to 2016. They acted as caretaker government, in the aftermath of a general election on 26 February 2016 that failed to return them to office, before an FG minority government was finally formed with independent public representatives.

2. There have been three major public sector agreements since the start of the Austerity programme, enacted as social partnership agreements between the government and public sector unions, called the Croke Park, Haddington Road and Landsdown Road agreements.

3. Droichead is the word in the Gaelic language for ‘bridge’.

4. Cosán is the word in the Gaelic language for ‘pathway’.

5. Post-primary schools, mostly under the patronage of the Catholic Church and part of the public ‘free-education scheme’, have traditionally been called voluntary secondary schools.

6. The Leaving Certificate is the title give to the state examination taken at the end of upper secondary education.

7. Cigire is the word in the Gaelic language for ‘state inspector’.

Additional information

Notes on contributors

Geraldine Mooney Simmie

Dr. Geraldine Mooney Simmie is Lecturer in the Faculty of Education and Health Sciences and Course Co-Director for the Structured PhD in Education. Her research interest is in Critical Theory and Policy & Politics of Teacher Education. She has published in Irish Educational Studies, European Journal of Teacher Education, Nordic Journal of Studies in Educational Policy, Journal for Critical Education Policy Studies and Citizenship, Society and Economics Education.

Joanne Moles

Dr. Joanne Moles is Co-Director of the Master’s in Educational Mentoring at the Faculty of Education and Health Sciences. Her research interest is informed by philosophical inquiry into the purpose of education, what is educationally worthwhile and desirable. She has published in Mentoring and Tutoring: Partnership in Learning, International Journal of Mentoring and Coaching in Education, Sage Handbook of Mentoring and Coaching in Education and Uncovering the Hidden Cultural Dynamics in Mentoring Programs and Relationships: Enhancing Practice and Research, by Information Age Publishing.

Emmanuel O’Grady

Dr. Emmanuel O’Grady lectures in the University of Limerick and is School Placement Development Officer with the Department of Education and Professional Studies. His research is primarily concerned with the place of respect in educative relationships and learner agency within the curriculum. He has published in the Cambridge Journal of Education (in press), European Journal of Teacher Education and the International Journal of Pedagogical Innovations.